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Teaching Students With Visual Impairments

Visual impairment varies greatly. People are considered legally blind when visual acuity is 20/200 or less in the better eye, with the use of corrective lenses. Most people who are legally blind have some vision. Others who have low vision may rely on residual vision with the use of adaptive equipment. People who are totally blind may have visual memory; its strength depends on the age when vision was lost.

Whatever the degree of impairment, students who are visually impaired should be expected to participate fully in classroom activities, such as discussions and group work. To record notes, some use such devices as laptop computers or computerized Braillers. They may confront limitations in laboratory classes, field trips and internships, but with planning and adaptive equipment, their participation can be maximized.

Before Or Early in the Semester

• Provide a reading list or syllabus in advance to allow time for such arrangements to be made as the taping or Brailling of texts.
• In cooperation with Learning Assistance Services and the Local Coordinator, assist the student in finding readers, note-takers or tutors as necessary, or team the student with a sighted classmate or laboratory assistant.
• Reserve front seats for low vision students. If a service dog is used it will be highly disciplined and require little space. Discourage others from petting or attempting to communicate with the animal.

During the Semester

• Face the class when speaking.
• Convey in spoken words whatever you put on the chalkboard and whatever other visual cues or graphic materials you may use.
• Permit lectures to be taped, and/or provide copies of lecture notes, when appropriate.
• Provide large print copies of classroom materials by enlarging them on a photocopier.
• Be flexible with assignment deadlines.
• Plan field trips and such special projects as internships well in advance and alert field supervisors to whatever adaptations may be needed.
• If a specific task is impossible for the student to carry out, consider an alternative assignment.

Examinations and Evaluations

Students should not be exempt from examinations or expected to master less content or a lower level of scholastic skills because of a visual impairment. Alternative means of assessing the course achievements may be necessary. The students themselves, because of their experience in previous learning situations, may offer suggestions on testing and other evaluation strategies. The most expedient devices are alternative examinations (oral, large-print, Braille, or taped), the extension of time for exams and the use of such aids as print enlargers, specialized computer programs or taped recorders. Learning Assistance Services is available to assist with the administration of classroom exams. This service can be arranged through the Local Coordinator.

Other adaptations suited to specific instructional situations, such as tactile materials in presenting diagrams or illustrations in certain subjects, may be helpful.